Developing Teacher Candidates' Formative Assessment Practices: Linking Mathematics Teaching to Assessing Student Thinking

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Author(s): Amanda T. Sugimoto (Portland State University, USA)and Nicole R. Rigelman (Portland State University, USA)
Copyright: 2020
Pages: 27
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch013

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout the chapter, there are illustrative examples of how the instructors implemented this initiative as well as how teacher candidates carried out the formative assessment practices in their settings. The chapter concludes with a discussion about teacher candidate growth and challenges when learning about and implementing formative assessment practices in mathematics.

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